Globally, inclusive education aims at addressing the diverse educational needs of children, including those of disabled children. Despite this, studies on inclusive education respecting children with Down syndrome (DS) are lacking in the community of this study; revealing a gap in special services. Utilising Focus Group Discussions and In-depth interviews with 40 participants from private schools, five themes emerged: Down syndrome as a genetic condition; Difficulty diagnosing specific needs of children with Down syndrome; Relationship difficulties/networking with peers; Regimenting curriculum implementation; and Withdrawing children from inclusive schooling. Coming from participants’ narratives, the study recommended the need to engage pupils with DS thoughtfully and benevolently rather than treat them with derision and irrelevantly during classes or school activities. This is in addition to need for Special Educators to teach children with disabilities in inclusive schools and need for schools to employ additional staff, practice the use of co-teaching, as much as engage the existing teachers in professional development programmes for effective service delivery. There is also the imperative for schools to employ pediatric therapists to enhance inclusivity and support for the pupils.